1. I. What is learning? chapter 9

2. Definitions Learning A relatively permanent change in behavior due to experience [p300] Classical conditioning— learning through reflexively responding to things that happen to us [p300] Operant conditioning— learning through consequences of our behavior [p308] Observational learning— learning through observing what others say and do [p322] chapter 9

3. II. Classical conditioning chapter 9

4. Classical conditioning [pp300-301] The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar response Associative learning: there is an association between environmental stimuli and the organism’s responses AKA: Respondent conditioning; Pavlovian conditioning chapter 9

5. Reflex [p300] An automatic stimulus-response connection Inborn Example: salivation chapter 9

6. New reflexes from old [p300-301] Unconditioned response (UR) The reflexive response to a stimulus in the absence of learning Unconditioned stimulus (US) Elicits a response in the absence of learning chapter 9

7. New reflexes from old (cont’d) Through classical conditioning a neutral stimulus is then regularly paired with an unconditioned stimulus [p301] chapter 9

8. New reflexes from old (cont’d) [p301] Conditioned stimulus (CS) An initially neutral stimulus that comes to elicit a conditioned response after being paired with an unconditioned stimulus Conditioned response (CR) A response that is elicited by the conditioned stimulus Occurs after the CS has been associated with the US Is usually similar to the US chapter 9

9. Extinction The weakening and eventual disappearance of a learned response [p301] In classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. Spontaneous recovery: the reappearance, after a rest period, of an extinguished conditioned response [p301] chapter 9

10. Stimulus generalization [p302] In classical conditioning, occurs when a new stimulus that resembles the conditioned stimulus elicits the conditioned response chapter 9

11. Stimulus discrimination [p302] The tendency to respond differently to two or more similar stimuli Occurs when a stimulus similar to the conditioned stimulus fails to evoke a conditioned response chapter 9

13. III. Classical conditioning in humans chapter 9

14. Learning to fear [p304] Phobia: an intense irrational fear Fear is classically conditioned chapter 9

15. Little Albert [pp304-305] Research conducted by Watson and Raynor in 1920 “Little Albert” was conditioned to be afraid of white rats by pairing the neutral stimulus (rats) with an unconditioned stimulus (loud noise). Within days, Albert was afraid of rats, and his fear generalized to other furry objects. chapter 9

16. Unlearning fear Counter conditioning (AKA: systematic desensitization) [p305] The process of pairing a conditioned stimulus with a stimulus that elicits an incompatible response. Another child’s fear of rabbits was removed by pairing rabbits with a stimulus that elicited happiness. chapter 9

17. Health problems and classical conditioning Many classically conditioned health problems are successfully treated with biofeedback therapy AsthmaHeadaches High blood pressure Ulcers chapter 9

18. Learning to like [p304] Where do sentimental feelings come from? Objects have been associated in the past with positive feelings. chapter 9

19. IV. Operant conditioning chapter 9

20. Operant conditioning The process by which a response becomes more or less likely to occur depending on its consequences [p308] chapter 9

21. Consequences of behavior [p309] A neutral consequence neither increases nor decreases the probability that the response will recur. Reinforcement: strengthens the response or makes it more likely to recur Punishment: weakens a response or makes it less likely to recur chapter 9

22. Reinforcement [pp309-310] The process by which a stimulus strengthens or increases the probability of the response that it follows. Primary reinforcers are inherently reinforcing and typically satisfy a physiological need. Secondary reinforcers are stimuli that have acquired reinforcing properties through associations with other reinforcers. chapter 9

23. Edward Thorndike’s puzzle box Thorndike said that behaviors followed by good outcomes are strengthened, and behaviors followed by bad outcomes are weakened chapter 9

24. B.F. Skinner’s operant conditioning [p311] chapter 9

25. Types of reinforcement Positive reinforcement When a pleasant consequence follows a response, making the response more likely to recur. [p310] Shaping: Teaching complex behaviors by reinforcing successive approximations of a desired response [p313] Negative reinforcement When an unpleasant consequence is removed following a response, making the response more likely to recur. [p310] chapter 9

26. Punishment [p310] The process by which a stimulus weakens or reduces the probability of the response that it follows Primary punishers are inherently punishing. Secondary punishers are stimuli that have acquired punishing properties through associations with other punishers. chapter 9

27. Types of punishment [pp310-311] Positive punishment When an unpleasant consequence follows a response, making the response less likely to recur. Negative punishment When a pleasant consequence is removed following a response, making the response less likely to recur. chapter 9

28. Behavior modification [p316] The application of operant conditioning techniques to teach new responses to teach new responses to reduce or eliminate to reduce or eliminate maladaptive or problematic maladaptive or problematic behavior behavior Also called applied behavior analysis chapter 9

29. V. Observational learning chapter 9

30. Observational learning (modeling) [p322] Learning new responses by observing the behavior of another rather than through direct experience. chapter 9